Attitudes towards inclusion: Gaps between belief and practice

Journal article

Hwang, Yoon-Suk and Evans, David. (2011). Attitudes towards inclusion: Gaps between belief and practice. International Journal of Special Education. 26(1), pp. 136 - 146.
AuthorsHwang, Yoon-Suk and Evans, David
Abstract

General education teachers in the Republic of Korea were investigated regarding their participation in programs to include students with disabilities in general education settings. Previous studies have shown that even general education teachers with positive attitudes towards inclusion are reluctant in practice to have students with disabilities in their classrooms. This study examines 33 Korean general education teachers from three primary schools in Seoul regarding their attitudes towards, and willingness to accommodate, the needs of a student with a disability. The results show that 41.37% of general education teachers had positive attitudes towards inclusion programs, while 55.16% were unwilling to actually participate. Quantitative data obtained through a questionnaire was supplemented by qualitative data obtained through interviews. The interviews focused on the positive and negative effects of inclusion, as well as problems in implementing inclusive education programs. The findings will be discussed in the light of previous international research and will highlight links between the age and teaching experience of general education teachers and their negative attitudes towards inclusion.

Year2011
JournalInternational Journal of Special Education
Journal citation26 (1), pp. 136 - 146
PublisherInternational Journal of Special Education
ISSN0827-3383
Scopus EID2-s2.0-84984982146
Page range136 - 146
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationCanada
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